A Learning Platform is focused on the student and is based on the belief that students will commit their attention and persistence to work that has meaning to them.
This is evidenced by:
Students committing and persisting to create knowledge;
Teachers designing engaging learning experiences and articulating clear learning goals;
Students creating paths to master learning goals based on formative assessment;
Teachers collaborating and designing differentiated opportunities utilizing a variety of resources and strategies including the seamless integration of technology.
Consider a Learning Platform from the perspective of the GCISD Framework for Learning. What implications does the shift to a learning platform have for clarity, instructional strategies, assessment and differentiation?
Clarity refers to a teacher's ability to be crystal clear about learning outcomes and effectively communicate them and their significance to students. Both teacher and student clarity are essential for conceptual understanding. This clarity creates a sense of security for students and contributes to positive teacher-student relationships.
Instructional Strategies refers to the teacher's ability to implement various teaching techniques. Using a variety of instructional strategies builds community in the classroom through multiple opportunities for students to interact with their peers. Students gain confidence through multiple modes of interaction with the content, emphasizing active learning. Instruction capitalizes on the abilities of digital natives and honors the unique ways in which they learn.
Assessment refers to the teacher's ability to guide students in their learning. Multiple types of assessment guide conversations which reveal student strengths and build a sense of possibility. Students are taught to use assessments to set goals and continually calibrate their own learning. As a result, students are protected from adverse consequences of initial failures. Effective use of assessments fosters positive relationships and instills confidence by focusing on mastery of learning rather than grades.
Differentiation refers to a teacher's ability to intentionally plan and use a fluid set of strategies which ensures maximum growth of each learner. Matching instruction to student needs develops confident learners. Scaffolding up rather than watering down instruction creates the conditions in which every student will achieve at higher levels.
Less Of
More Of
Clarity
Learning objective developed by teacher, not necessarily understood by student
Students can articulate learning goal and apply to real world
All students in the same place at the same time
All students may not be on the same learning objective
Lessons based on isolated knowledge and skills
Learning experiences based on enduring understandings and essential questions - deep conceptual understanding
Learning objective connected to the classroom
Learning objective connected to the real world
Focus is on providing instruction
Focus is on producing learning
Lessons guided by textbook
Learning experiences connected to larger design of meaningful work
Covering material
Specific learning results
Atomistic – parts prior to whole
Holistic – Whole prior to parts
Instructional Strategies
Information dissemination
Discovery / Inquiry
Independent Processing
Learning necessitates collaboration
Resources provided to students
Students seek resources
Rote memorization of vocabulary
Meaningful development of vocabulary
Worksheets
Use of notebooking for processing and reflection
Direct Instruction is whole group at teacher’s discretion
Students seek out direct instruction – just in time learning
Time held constant – learning varies
Learning held constant – time varies
Assessment
Occurs at the end – summative
Occurs throughout the learning – formative
Private assessment – both input and feedback are between teacher and student
Public assessment – feedback from multiple and authentic sources – learning community is responsible for all of its members
Punitive for initial failure
Protection from adverse consequences for initial failures
Uniform
Varied
Grading within classes by teachers
External evaluations of learning
All students assessed the same way
Assessment differentiated according to student needs
Instruction remains constant
Instruction adjusted based on formative assessment
State assessment valued
Formative assessment and student growth valued
Teacher makes all assessment decisions
Student voice is valued throughout the learning process
Efficiency
Effectiveness and Efficiency
Differentiation
Whole group or ability grouping only
Flexible grouping
All students begin at the same place
Pre-assessment determines different starting points
Focus on state assessment as end result
Depth and complexity
One size fits all approach
Interest inventories / Learning Styles
Reliance on external sources for intervention
Intervention - Students get what they need when they need it
This is evidenced by:
Consider a Learning Platform from the perspective of the GCISD Framework for Learning. What implications does the shift to a learning platform have for clarity, instructional strategies, assessment and differentiation?
Clarity refers to a teacher's ability to be crystal clear about learning outcomes and effectively communicate them and their significance to students. Both teacher and student clarity are essential for conceptual understanding. This clarity creates a sense of security for students and contributes to positive teacher-student relationships.
Instructional Strategies refers to the teacher's ability to implement various teaching techniques. Using a variety of instructional strategies builds community in the classroom through multiple opportunities for students to interact with their peers. Students gain confidence through multiple modes of interaction with the content, emphasizing active learning. Instruction capitalizes on the abilities of digital natives and honors the unique ways in which they learn.
Assessment refers to the teacher's ability to guide students in their learning. Multiple types of assessment guide conversations which reveal student strengths and build a sense of possibility. Students are taught to use assessments to set goals and continually calibrate their own learning. As a result, students are protected from adverse consequences of initial failures. Effective use of assessments fosters positive relationships and instills confidence by focusing on mastery of learning rather than grades.
Differentiation refers to a teacher's ability to intentionally plan and use a fluid set of strategies which ensures maximum growth of each learner. Matching instruction to student needs develops confident learners. Scaffolding up rather than watering down instruction creates the conditions in which every student will achieve at higher levels.